Construcción de una escala de autopercepción de creatividad en México
Artículos
Publicado julio 13, 2020
Palabras clave
creatividad
autopercepción
medición
escala
México
autopercepción
medición
escala
México
Resumen
La creatividad se ubica como uno de los constructos psicológicos más valorados por su impacto en la innovación y la economía de los países. Estudios que exploren la forma en como las personas perciben su propia creatividad son necesarios, debido a que la forma en cómo la creatividad es entendida repercutirá en cómo será medida o evaluada dentro de una cultura. El objetivo de la presente investigación consistió en la construcción de una escala de autopercepción de creatividad para estudiantes mexicanos. Para tal fin, se diseñaron dos estudios, en el primero (N= 352; 49.7% hombres 50.3%, mujeres; M= 20.93; IC95% [20.74, 21.11]; S=1.8) se llevó a cabo un análisis factorial exploratorio con un método de extracción de mínimos cuadrados no ponderados y rotación Oblimin. El análisis arrojó 5 factores: originalidad, flexibilidad, fluidez, elaboración y utilidad, que permiten explicar el 52 % de la varianza. Para el segundo estudio (N=352; 50% hombres 50%, mujeres; M=20.60; IC95% [20.43, 20.76]; S=1.6) se llevó a cabo un análisis factorial confirmatorio, los resultados del análisis muestran que el modelo ajusta satisfactoriamente (X2: 393.368; Df: 242, CFI = .99; TLI: .98; RMSEA = .04, IC 90% [.03, .05]; SMRM: .06). La escala presenta propiedades psicométricas adecuadas (explica el 52% de la varianza; α= .92) por lo que puede ser utilizada dentro de población mexicana.Citas
Abad, J.F., Olea, J., Ponsoda, V., & García, C. (2011). Medición en ciencias sociales y de la salud. Madrid: Síntesis.
Acar, Burnett & Cabra (2017). Ingredients of creativity: Originality and more. Creativity Research Journal, 29(2), 133-144.
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376.
Amabile, T. M. (1996). Creativity in context: Updated to “The social psychology of creativity”. Boulder, CO: Westview Press.
Bernaards, C. A., & Jennrich, R. I. (2005). Gradient projection algorithms and software for arbitrary rotation criteria in factor analysis, Educational and Psychological Measurement, 65, 676-696.
Campbell, D., & Stanley, J. (1995). Diseños experimentales y cuasiexperimentales en la investigación social. Argentina: Amorrortu editores.
Charles, R. E., & Runco, M. A. (2000). Developmental trends in the evaluative and divergent thinking of children. Creativity Research Journal, 3, 417-437.
Chase, C. I. (1985). Review of the torrance tests of creative thinking. In J. V. Mitchell Jr. (Ed.), The ninth mental measurements yearbook (pp. 1631–1632). Lincoln: University of Nebraska, Buros Institute of Mental Measurements.
Corazza, G. E. (2016). Potential originality and effectiveness: the dynamic definition of creativity. Creativity Research Journal, 28(3), 258-267.
Csikszentmihalyi, M. (2011). Creatividad. El fluir y la psicología del descubrimiento y la invención. Madrid: Paidós
Downing, S. M. (2006). Twelve steps for effective test development. En S. M. Downing & T. M. Haladyna (Eds.), Handbook of test development (pp. 3-25). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers
Everitt, R. B, & Hothorn, T. (2011). An Introduction to Applied Multivariate Analysis with R. Heidelberg: Springer
Fedhusen, J., & Goh, B. (1995). Assessing and Accessing creativity: An integrative Review of Theory, Research, and Development. Creativity Research Journal, 8(3), 231-247.
Ferreiro, R., Mitjáns, A., Montesino, L., Rodríguez, A., Romo, M., & Waisburd, G. (2013). La creatividad: un bien cultural de la humanidad. México: Trillas.
Florida, R. (2002). The rise of creative class. New York: Basic Books.
García, A., Sánchez, P., & Valdés (2009). Validación de un instrumento para medir creatividad en adolescentes sobresalientes. Revista Internacional de Psicología, 10(1), 1-34.
Glăveanu, V. P. (2011). Creating creativity: Reflections from fieldwork. Integrative Psychological & Behavioral Science, 45 (1), 100-115.
Glăveanu, V. P. (2012). A multiple feedback methodology for the study of creativity evaluations. Journal of Constructivist Psychology, 25, 346-366.
Glăveanu, V. P. (2013). Rewriting the language of creativity: The five A´s framework. Review of General Psychology, 17(1), 69-81.
González, Q. C. (1993). Indicadores creativos. Colombia: Universidad Nacional de Colombia.
Guilera, L. (2011). Anatomía de la creatividad. España: FUNDIT-Escola Superior de Disseny ESDi.
Guilford, J. P. (1950). Creativity. American Psychologist, 14(1), 205-208.
Hébert, T. P., Cramond, B., Neumeister, K. L. S., Millar, G., & Silvian, A. F. (2002). E. Paul Torrance: His life, accomplishments, and legacy. Storrs: The University of Connecticut, The National Research Center on the Gifted and Talented (NRC/GT).
Henneseey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61, 569-582.
Kandler, C., Rieman, R., Angleitner, A., Spinath, F., Borkenau, P., & Penke, L, (2016). The nature of creativity: the roles of genetic factors, personality traits, cognitive abilities and environmental sources. Journal of Personality and Social Psychology, 111(2), 230-249.
Karwowski, M. (2015). Development of the creative self-concept. Creativity. Theories – Research – Applications, 2, 165-179.
Karwowski, M. (2016). The dynamics of creative self-concept: Changes and reciprocal relations between creative self-efficacy and creative personal identity. Creativity Research Journal, 28(1), 99-104.
Kerlinger, F., & Lee, H. (2002). Investigación del comportamiento: Métodos de investigación en ciencias sociales. México: McGraw-Hill.
Kim, K, H. (2006b). Is creativity unidimensional or multidimensional? analyses of the torrance test of creative thinking. Creativity Research Journal, 18(1). 3-14.
Kim, K. H. (2006a). Can we thrust creativity tests? A review of the Torrance Test of Creative Thinking (TTCT). Creativity Reseachr Journal, 18(1), 2-14.
Korkmaz, S., Goksuluk., D., & Zararsiz, G. (2014). MVN: An R package for assessing multivariate normality. The R Journal, 6(2), 151-162.
Kwan, L., Leung, A., & Liou, S. (2018). Culture, creativity and innovation. Journal of Cross-Cultural Psychology, 49(2), 165-170.
Lara, I. K., Velasco, E. R., & Reyes-Lagunes, L.I. (2019) Adaptación de la subescala de creatividad visomotriz de la evaluación multifactorial de la creatividad para niños. Educación y ciencia, 8(51), 30-40.
Lubart, T. I. (1999). Creativity Across Cultures. En R. J. Stenberg (Ed.), Handbook of creativity (pp. 339-350). New York, NY: Cambridge University Press.
Maya, M. M., & Reyes-Lagunes, L.L. (2018). Significado de creatividad en estudiantes mexicanos. Revista de Psicología Social y Personalidad, 34 (2), 19-29.
McCarthy, M., Chen, C.C., & McNamee, R. C. (2018). Novelty and usefulness trade-off: Cultural cognitive differences and creative idea evaluation. Journal of Cross-Cultural Psychology, 49(2), 171-198.
Montero, I., & León, O. G. (2007). A guide for naming research studies in psychology. International Journal of Clinical and Health Psychology, 7(3), 847-862.
Ordaz, V. G. (2013). Perfil psicosocial de adolescentes con aptitudes intelectuales sobresalientes. (Tesis doctoral, Universidad, Nacional Autónoma de México). Recuperado de http://132.248.9.195/ptd2014/anteriores/0715044/Index.html
Paek, S, H., & Runco, M. (2017). Dealing with the criterion problem by measuring the quality and quantity of creative activity and accomplishment. Creativity Research Journal, 29(2), 167-173.
Plucker, J. A., & Makel, M.C (2010). Assessment of creativity. In J.C. Kaufman & R.J Sternberg (Eds). The Cambridge handbook of creativity. New York: Cambridge Univesity Press.
Plucker, J., Beghetto., & Dow, G. (2004). Why Isn´t creativity more important to educational psychologist? Potentials, pitfalls and future directions in creativity research. Educational Psychologist, 39(2), 83-96.
Puryear, J. (2014). Inside the creative sifter: Recognizing metacognition in creativity development. The Journal of Creativity Behavior, 50(4), 321-332.
Puryear, J., Kettler, T., & Rinn, A. (2017). Relationship of personality to differential conceptions of creativity: A systematic review. Psychology of Aesthetics, Creativity and the Arts, 11(1), 59-68.
R Core Team (2017). foreign: Read Data Stored by 'Minitab', 'S', 'SAS', 'SPSS', 'Stata', 'Systat', 'Weka', 'dBase', .... R package version 0.8-70. https://CRAN.R-project.org/package=foreign
Revelle, W. (2018). Psych: procedures for personality and psychological research, Northwestern University, Evanston, Illinois, USA, https://CRAN.R project.org/package=psych Version = 1.8.4.
Reyes Lagunes, I. L., & García y Barragán, L. F. (2008). Procedimiento de validación psicométrica culturalmente relevante: Un ejemplo. En S. Rivera Aragón, R. Díaz Loving, R. Sánchez Aragón, & I. Reyes Lagunes (Eds.). La Psicología Social en México, Vol. XII (pp. 625-636). México: Asociación Mexicana de Psicología Social.
Rhodes, M. (1961). An analysis of creativity. Phi Delta Kappan, 42, 305-311
Rodríguez, E. M. (2015). Manual de creatividad: los procesos psíquicos y el desarrollo. México: Trillas.
Romo, M. (2012). Psicología de la creatividad. Barcelona: Paidós.
Rosseel, Y. (2012). lavaan: An R Package for structural equation modeling. Journal of Statistical Software, 48(2), 1-36.
Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55(1), 657-678.
Runco, M. A (2014) Creativity. Theories and Themes: Research, Development, and Practice. USA: Academic Press.
Runco, M. A., & Acar, S. (2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24(1), 66-75.
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92-96.
Runco, M. A., & Mraz, W. (1992). Scoring divergent thinking test using total ideational output and a creativity Index. Educational and Psychological Measurement. 52, 213-221.
Runco, M. A., & Robyn, C. (1992). Judgments of originality and appropriateness as predictors of creativity. Personality and Individual Differences, 15(5), 537-546.
Runco, M. A., Illies, J., & Eisenman, R. (2005). Creativity, originality, and Apprpriatenes: What do explicit instructions tell us about their relationships? Journal of Creative Behavior, 39, 137–148.
Runco, M. A., Paek S, H., & Garret, J. (2015). Is Creativity being supported? Analyses of grants and awards for creativity research. Creativity Research Journal, 27(1), 107-110.
Said-Metwaly, S., Kyndt, E., & den Noortgate, W. V. (2017). Approaches to measuring creativity: A systematic literature review. Creativity. Theories – Research – Applications, 4(2), 238-275.
Sánchez, P. (2004). Detección y registro de niños de secundaria con capacidades sobresalientes en zonas rurales y suburbanas del estado de Yucatán. (Tesis doctoral no publicada) Universidad Autónoma de Yucatán, México.
Torrance, E. (1977). Procedimientos distintos de los tests para la identificación del individuo creativo. In J. Curtis, G. Demos y Torrance (Eds). Implicaciones educativas de la creatividad (261-268). Madrid: Anaya.
Torrance, E. P., & Safter, H. T. (1999). Making the creative leap beyond. Buffalo, NY: Creative Education Foundation Press.
Torrance, E. P., Ball, O. E., & Safter, H. T. (2008). Torrance Test of Creative Thinking: Streamlined Scoring Guide For Figural Forms A and B. Bensenville, III: Scholastic Testing Service.
Yang-Wallengtin, F., Jöreskog, K., & Lou, H. (2010). Confirmatory analysis of ordinal variables with misspecified models. Structural Equation Modeling, 17, 392-423.
Zacatelco, F. (2005). Modelo para la identificación del niño sobresaliente en escuelas de educación primaria (Tesis Doctoral, Universidad, Nacional Autónoma de México). Recuperado de http://132.248.9.195/ptd2005/01985/0344320/Index.html
Acar, Burnett & Cabra (2017). Ingredients of creativity: Originality and more. Creativity Research Journal, 29(2), 133-144.
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376.
Amabile, T. M. (1996). Creativity in context: Updated to “The social psychology of creativity”. Boulder, CO: Westview Press.
Bernaards, C. A., & Jennrich, R. I. (2005). Gradient projection algorithms and software for arbitrary rotation criteria in factor analysis, Educational and Psychological Measurement, 65, 676-696.
Campbell, D., & Stanley, J. (1995). Diseños experimentales y cuasiexperimentales en la investigación social. Argentina: Amorrortu editores.
Charles, R. E., & Runco, M. A. (2000). Developmental trends in the evaluative and divergent thinking of children. Creativity Research Journal, 3, 417-437.
Chase, C. I. (1985). Review of the torrance tests of creative thinking. In J. V. Mitchell Jr. (Ed.), The ninth mental measurements yearbook (pp. 1631–1632). Lincoln: University of Nebraska, Buros Institute of Mental Measurements.
Corazza, G. E. (2016). Potential originality and effectiveness: the dynamic definition of creativity. Creativity Research Journal, 28(3), 258-267.
Csikszentmihalyi, M. (2011). Creatividad. El fluir y la psicología del descubrimiento y la invención. Madrid: Paidós
Downing, S. M. (2006). Twelve steps for effective test development. En S. M. Downing & T. M. Haladyna (Eds.), Handbook of test development (pp. 3-25). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers
Everitt, R. B, & Hothorn, T. (2011). An Introduction to Applied Multivariate Analysis with R. Heidelberg: Springer
Fedhusen, J., & Goh, B. (1995). Assessing and Accessing creativity: An integrative Review of Theory, Research, and Development. Creativity Research Journal, 8(3), 231-247.
Ferreiro, R., Mitjáns, A., Montesino, L., Rodríguez, A., Romo, M., & Waisburd, G. (2013). La creatividad: un bien cultural de la humanidad. México: Trillas.
Florida, R. (2002). The rise of creative class. New York: Basic Books.
García, A., Sánchez, P., & Valdés (2009). Validación de un instrumento para medir creatividad en adolescentes sobresalientes. Revista Internacional de Psicología, 10(1), 1-34.
Glăveanu, V. P. (2011). Creating creativity: Reflections from fieldwork. Integrative Psychological & Behavioral Science, 45 (1), 100-115.
Glăveanu, V. P. (2012). A multiple feedback methodology for the study of creativity evaluations. Journal of Constructivist Psychology, 25, 346-366.
Glăveanu, V. P. (2013). Rewriting the language of creativity: The five A´s framework. Review of General Psychology, 17(1), 69-81.
González, Q. C. (1993). Indicadores creativos. Colombia: Universidad Nacional de Colombia.
Guilera, L. (2011). Anatomía de la creatividad. España: FUNDIT-Escola Superior de Disseny ESDi.
Guilford, J. P. (1950). Creativity. American Psychologist, 14(1), 205-208.
Hébert, T. P., Cramond, B., Neumeister, K. L. S., Millar, G., & Silvian, A. F. (2002). E. Paul Torrance: His life, accomplishments, and legacy. Storrs: The University of Connecticut, The National Research Center on the Gifted and Talented (NRC/GT).
Henneseey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61, 569-582.
Kandler, C., Rieman, R., Angleitner, A., Spinath, F., Borkenau, P., & Penke, L, (2016). The nature of creativity: the roles of genetic factors, personality traits, cognitive abilities and environmental sources. Journal of Personality and Social Psychology, 111(2), 230-249.
Karwowski, M. (2015). Development of the creative self-concept. Creativity. Theories – Research – Applications, 2, 165-179.
Karwowski, M. (2016). The dynamics of creative self-concept: Changes and reciprocal relations between creative self-efficacy and creative personal identity. Creativity Research Journal, 28(1), 99-104.
Kerlinger, F., & Lee, H. (2002). Investigación del comportamiento: Métodos de investigación en ciencias sociales. México: McGraw-Hill.
Kim, K, H. (2006b). Is creativity unidimensional or multidimensional? analyses of the torrance test of creative thinking. Creativity Research Journal, 18(1). 3-14.
Kim, K. H. (2006a). Can we thrust creativity tests? A review of the Torrance Test of Creative Thinking (TTCT). Creativity Reseachr Journal, 18(1), 2-14.
Korkmaz, S., Goksuluk., D., & Zararsiz, G. (2014). MVN: An R package for assessing multivariate normality. The R Journal, 6(2), 151-162.
Kwan, L., Leung, A., & Liou, S. (2018). Culture, creativity and innovation. Journal of Cross-Cultural Psychology, 49(2), 165-170.
Lara, I. K., Velasco, E. R., & Reyes-Lagunes, L.I. (2019) Adaptación de la subescala de creatividad visomotriz de la evaluación multifactorial de la creatividad para niños. Educación y ciencia, 8(51), 30-40.
Lubart, T. I. (1999). Creativity Across Cultures. En R. J. Stenberg (Ed.), Handbook of creativity (pp. 339-350). New York, NY: Cambridge University Press.
Maya, M. M., & Reyes-Lagunes, L.L. (2018). Significado de creatividad en estudiantes mexicanos. Revista de Psicología Social y Personalidad, 34 (2), 19-29.
McCarthy, M., Chen, C.C., & McNamee, R. C. (2018). Novelty and usefulness trade-off: Cultural cognitive differences and creative idea evaluation. Journal of Cross-Cultural Psychology, 49(2), 171-198.
Montero, I., & León, O. G. (2007). A guide for naming research studies in psychology. International Journal of Clinical and Health Psychology, 7(3), 847-862.
Ordaz, V. G. (2013). Perfil psicosocial de adolescentes con aptitudes intelectuales sobresalientes. (Tesis doctoral, Universidad, Nacional Autónoma de México). Recuperado de http://132.248.9.195/ptd2014/anteriores/0715044/Index.html
Paek, S, H., & Runco, M. (2017). Dealing with the criterion problem by measuring the quality and quantity of creative activity and accomplishment. Creativity Research Journal, 29(2), 167-173.
Plucker, J. A., & Makel, M.C (2010). Assessment of creativity. In J.C. Kaufman & R.J Sternberg (Eds). The Cambridge handbook of creativity. New York: Cambridge Univesity Press.
Plucker, J., Beghetto., & Dow, G. (2004). Why Isn´t creativity more important to educational psychologist? Potentials, pitfalls and future directions in creativity research. Educational Psychologist, 39(2), 83-96.
Puryear, J. (2014). Inside the creative sifter: Recognizing metacognition in creativity development. The Journal of Creativity Behavior, 50(4), 321-332.
Puryear, J., Kettler, T., & Rinn, A. (2017). Relationship of personality to differential conceptions of creativity: A systematic review. Psychology of Aesthetics, Creativity and the Arts, 11(1), 59-68.
R Core Team (2017). foreign: Read Data Stored by 'Minitab', 'S', 'SAS', 'SPSS', 'Stata', 'Systat', 'Weka', 'dBase', .... R package version 0.8-70. https://CRAN.R-project.org/package=foreign
Revelle, W. (2018). Psych: procedures for personality and psychological research, Northwestern University, Evanston, Illinois, USA, https://CRAN.R project.org/package=psych Version = 1.8.4.
Reyes Lagunes, I. L., & García y Barragán, L. F. (2008). Procedimiento de validación psicométrica culturalmente relevante: Un ejemplo. En S. Rivera Aragón, R. Díaz Loving, R. Sánchez Aragón, & I. Reyes Lagunes (Eds.). La Psicología Social en México, Vol. XII (pp. 625-636). México: Asociación Mexicana de Psicología Social.
Rhodes, M. (1961). An analysis of creativity. Phi Delta Kappan, 42, 305-311
Rodríguez, E. M. (2015). Manual de creatividad: los procesos psíquicos y el desarrollo. México: Trillas.
Romo, M. (2012). Psicología de la creatividad. Barcelona: Paidós.
Rosseel, Y. (2012). lavaan: An R Package for structural equation modeling. Journal of Statistical Software, 48(2), 1-36.
Runco, M. A. (2004). Creativity. Annual Review of Psychology, 55(1), 657-678.
Runco, M. A (2014) Creativity. Theories and Themes: Research, Development, and Practice. USA: Academic Press.
Runco, M. A., & Acar, S. (2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24(1), 66-75.
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92-96.
Runco, M. A., & Mraz, W. (1992). Scoring divergent thinking test using total ideational output and a creativity Index. Educational and Psychological Measurement. 52, 213-221.
Runco, M. A., & Robyn, C. (1992). Judgments of originality and appropriateness as predictors of creativity. Personality and Individual Differences, 15(5), 537-546.
Runco, M. A., Illies, J., & Eisenman, R. (2005). Creativity, originality, and Apprpriatenes: What do explicit instructions tell us about their relationships? Journal of Creative Behavior, 39, 137–148.
Runco, M. A., Paek S, H., & Garret, J. (2015). Is Creativity being supported? Analyses of grants and awards for creativity research. Creativity Research Journal, 27(1), 107-110.
Said-Metwaly, S., Kyndt, E., & den Noortgate, W. V. (2017). Approaches to measuring creativity: A systematic literature review. Creativity. Theories – Research – Applications, 4(2), 238-275.
Sánchez, P. (2004). Detección y registro de niños de secundaria con capacidades sobresalientes en zonas rurales y suburbanas del estado de Yucatán. (Tesis doctoral no publicada) Universidad Autónoma de Yucatán, México.
Torrance, E. (1977). Procedimientos distintos de los tests para la identificación del individuo creativo. In J. Curtis, G. Demos y Torrance (Eds). Implicaciones educativas de la creatividad (261-268). Madrid: Anaya.
Torrance, E. P., & Safter, H. T. (1999). Making the creative leap beyond. Buffalo, NY: Creative Education Foundation Press.
Torrance, E. P., Ball, O. E., & Safter, H. T. (2008). Torrance Test of Creative Thinking: Streamlined Scoring Guide For Figural Forms A and B. Bensenville, III: Scholastic Testing Service.
Yang-Wallengtin, F., Jöreskog, K., & Lou, H. (2010). Confirmatory analysis of ordinal variables with misspecified models. Structural Equation Modeling, 17, 392-423.
Zacatelco, F. (2005). Modelo para la identificación del niño sobresaliente en escuelas de educación primaria (Tesis Doctoral, Universidad, Nacional Autónoma de México). Recuperado de http://132.248.9.195/ptd2005/01985/0344320/Index.html